The supervisor will rate the employee on each competency using the 5-level scale.
- Demonstrates effective written and oral communication skills
- Communicates clearly and knowledgeably
- Shares information with others
- Seeks input from others
- Adapts communication to diverse audiences
- Protects private and confidential information
- Communication Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Communication is of the highest caliber; clear, persuasive, accurate, and focused on the needs of specific individuals and groups. Written and verbal communications are consistently clear, persuasive, and audience-appropriate. Writes and speaks clearly, persuasively, and concisely; focuses on the needs of specific individuals and groups. Written and oral skills need development; often disorganized and/or not appropriate for audience. Reports and other documents are poorly written—unclear, overly simplistic, or grammatically incorrect. Highly proficient communicator; listens to and synthesizes others’ ideas; explains even complex issues clearly and succinctly. Skilled communicator; listens to and integrates diverse contributions; explains issues clearly and succinctly. Effective communicator: knowledgeable and concise; actively listens to and synthesizes perspectives of others. Interrupts others to express point of view; has difficulty getting to the point; facts not always accurate or relevant. Often appears distracted or disinterested; frequently interrupts others; contributions are often unclear or inaccurate. Models openness and transparency in sharing information with campus partners and stakeholders. Shares accurate, timely information with the right people in the right format. Gives others the information they need in a timely manner. Tends to ‘hold on’ to information; has difficulty distinguishing between critical and noncritical data.
Does not share information in a timely manner, creating problems for colleagues and customers.
To ensure optimal results, consistently and effectively seeks and incorporates others’ ideas. Encourages others to share ideas and integrates others’ thoughts and opinions. Maintains open, honest dialogue with coworkers and campus partners. Keeps communication to a minimum; reticent to share thoughts and ideas. Avoids contact with coworkers and campus partners. Effectively adapts written and verbal communication to audience; effectively distinguishes between ‘need to know’ and ‘nice to know.’ Effectively adjusts the level of detail and tone of reports and presentations to audience. Tailors information to audience and individual needs. Communications do not always keep audience doesn’t edit speech and writing for greater clarity and better understanding. Has difficulty tailoring communication to the needs of others; communicates ‘too much,’ ‘too little,’ or ‘too late.’ Clearly understands and follows University privacy policies and practices; develops practices to protect confidential and private information. Understands and implements campus privacy policies; only discloses confidential information to authorized individuals. Consistently follows University privacy policies and practices. Does not consistently follow University privacy practices; sometimes shares private or confidential information with unauthorized or inappropriate individuals. Discloses and uses private and confidential information inappropriately, putting the University at risk.
2. Decision Making
- Involves others in making decisions
- Factors organizational goals into decisions
- Makes clear, transparent, timely decisions
- Decision Making Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Consistently and effectively seeks input from unit and campus partners; is nimble and decisive. Highly collaborative in terms of seeking input to solve problems and make decisions. Collaborates effectively with others to solve problems and make decisions. Sometimes collaborates with others; prefers to solve problems independently. Rarely collaborates with peers and campus partners; doesn’t look for more efficient ways to do things. Always has ‘big picture’ in mind and helps others see it. Consistently aligns decisions and actions with organizational and department goals and initiatives. Decisions and actions align with organizational and department goals and initiatives. Keeps organizational and department goals in mind when solving problems and making decisions. Decisions focus on immediate, short-term issues, losing sight of larger department goals and initiatives. Decisions have minimal or no impact in terms of improving the quality of products and services, or in aligning with department goals. Consistently makes clear, transparent, timely decisions; decisions consistently align with organizational and departmental goals. Decisions consistently support and facilitate desired outcomes. Makes sound decisions based on facts and experience. Decisions often support and facilitate desired outcomes. Decisions are sometimes not clear; tends to put off decisions on more complex issues.
Has difficulty articulating rationale for decisions; often defers decision-making to others.
3. Diversity, Equity and Inclusion
- Demonstrates respect for people and their differences
- Understands the benefits of a diverse workforce
- Is trusted and respected by others
- Includes and welcomes others
- Works to understand the perspectives of others
- Promotes opportunities to experience diversity on campus
- Diversity, Equity and Inclusion Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Highly inclusive; encourages, recognizes and incorporates diverse points of view.
Respects, includes, and recognizes differences; creatively incorporates dissimilar views.
Respects, includes, and recognizes differences.
Is often not aware of or interested in diverse backgrounds or points of view.
Does not demonstrate inclusiveness; fails to recognize the value of differences. Actively promotes the benefits of a diverse workforce. Promotes the benefits of a diverse workforce. Understands the benefits of a diverse workforce. Has minimal understanding of the benefits of a diverse a diverse workforce Does not understand or promote the benefits of a diverse workforce. Is looked up to and highly respected by customers, coworkers and the campus community. Is highly respected and trusted by customers, coworkers, and campus partners in all dealings. Is respected and trusted by customers and coworkers. Tends to work either independently or with designated coworkers; trust is low among those not included.
Lack of inclusiveness fosters a lack of trust among customers and coworkers.
Actively creates an inclusive and welcoming environment for diverse individuals and groups across campus. Includes and welcomes diverse individuals and groups. Inclusive and open to new people and ideas. Is reticent to include new people or ideas. Is not welcoming or respectful; coworkers and campus partners often ‘work around’ to avoid interaction. Promotes equity and inclusion by actively seeking ideas and insights from diverse sources. Is consistently open to and respectful of different points of view. Seeks to understand and incorporate different points of view. Is not always open to different points of view. Discourages different points of view; becomes defensive when asked to consider new/different ideas. Actively creates opportunities for others to learn about and experience diversity on campus. Participates in range of opportunities to learn about and experience diversity on campus; encourages others to do the same. Understands and promotes opportunities to experience diversity on campus for self and others. Needs to develop understanding and awareness of opportunities to learn about and experience diversity on campus. Neither understands nor promotes opportunities to experience diversity on campus.
4. Health and Safety
- Models and promotes safe behaviors in all work environments
- Behavior is consistent with UC health and safety standards
- Identifies safety issues and problems, and takes corrective action
- Manages risks
- Health and Safety Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Establishes innovative practices that uphold and improve health and safety standards; mentors others in safe practices. Proactively identifies, corrects and reports potential threats and risks. Understands and applies health and safety standards; reports and corrects potential threats. Does not consistently adhere to health and safety standards, creating risks to self and others. Engages in practices that violate safety standards putting self and others at risk. Models and promotes safe behaviors in accordance with university safety guidelines. Models safe behaviors in accordance with university safety guidelines. Adheres to university safety guidelines. Raises awareness in others about managing risks. Manages risks. Proactive in mitigating health and safety issues.
- Applies skills and knowledge to achieve department and organizational goals
- Helps others perform at their best
- Self-aware and open to feedback
- Adds value; high quality work
- Understands and supports organizational goals
- Builds wide sphere of influence to enhance individual and organizational effectiveness
- Leadership Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Highly knowledgeable in industry and operations; often consulted as an expert in field; leverages knowledge to successfully achieve quality outcomes. Is very knowledgeable in field; applies skills and knowledge in ways that enhance department and organizational effectiveness. Is informed and knowledgeable about industry trends and organizational initiatives; appropriately aligns skills with organizational initiatives. Needs to develop job-specific skills and knowledge; performance sometimes does not reflect department and University goals and initiatives. Lacking in basic job skills and knowledge; teammates often ‘work around’ to accomplish goals. Inspires and helps others develop skills and competencies to perform at their best; is highly respected among peers and campus partners. Consistently and actively assists others in expanding and developing skills and knowledge. Assists others in developing skills and knowledge. Does not openly share expertise or information with others. Hinders sharing of knowledge and/or expertise; focused largely on own development. Demonstrates a high degree of self- awareness; asks others for feedback on performance; is a continuous learner. Very self-aware; asks others for feedback in an effort to improve skills and knowledge. Self-aware and open to feedback from others. Often resistant to feedback on performance; rarely asks for help or feedback.
Not motivated to learn and grow; believes manager and University should assume responsibility for his/her development.
Contributions are consistently thoughtful, useful, and professional; work is always of the highest caliber. Contributions consistently add value: output is consistently professional, practical, and high quality. Effectively contributes to team efforts; work is professional and high quality. Contributions are often lacking in substance and practicality; output either overly simplistic or difficult to understand. Does not add value in terms of contributing to team and department goals; work is poor in quality and lacking in substance. Encourages and leads changes that enhance organizational and workforce effectiveness. Understands and supports the need to align work with organizational initiatives and goals. Effectively aligns work efforts with organizational and department goals. Contributions and work efforts often do not reflect an understanding of unit and department goals. Resistant to change; maintains focus on immediate, routine tasks; work efforts do not align with unit and department goals. Effectively builds and cultivates alliances and relationships with a wide array of campus partners; employs associations to enhance personal and organizational effectiveness. Actively builds relationships with stakeholders and campus partners; collaborates across campus to add value and achieve goals. Directly influences decisions and actions that support department and organizational goals. Shows little initiative in terms of widening sphere of influence on campus, hindering ability to achieve more strategic goals and initiatives. Doesn’t understand the importance of and lacking the ability to form alliances with stakeholders and campus partners.
6. Problem Solving and Innovation
- Collaborates with others to solve problems
- Analyzes and prioritizes situations to identify and solve problems
- Solutions increase efficiency and improve quality
- Problem Solving and Innovation Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Analyzes and prioritizes critical problems accurately and quickly; maintains a sense of urgency in solving even complex problems. Analyzes and prioritizes critical problems; stays focused on critical problems until they are successfully resolved. Solves urgent, high impact problems first. Needs help analyzing and prioritizing problems; tends to focus on simple operational issues. Has difficulty distinguishing between critical and noncritical issues; loses focus when resolving larger issues. Solutions consistently transform workplace; processes are more efficient; the quality of products and services improve significantly. Solutions change workplace both in terms of increasing efficiency and enhancing the quality of products and services. Solutions effectively address issues and are easily sustainable. Solutions usually short-term; rarely transformative in terms of greater efficiency and/or improved quality. Solutions are rarely innovative; ‘quick fixes’ do not yield lasting or quality results. Anticipates and proactively responds to changing situations. Is consistently receptive to new ideas and information. Inspires, encourages and provides support to others in response to change.
Actively supports changing direction, goals and responsibilities. Is flexible, open and receptive to new information and ideas.
Has difficulty accepting and cooperating in the implementation of change.
Fails to alter usual patterns of behavior or performance to adapt to operational changes. Is not receptive to new viewpoints or directions.
Consistently demonstrates foresight and proactively seeks opportunities to expand knowledge of innovative solutions and ideas.
Demonstrates foresight and imagination to see possibilities, opportunities and trends.
Inconsistently demonstrates foresight and imagination to see possibilities, opportunities and trends.
Does not show foresight and imagination to see possibilities, opportunities and trends.
Consistently demonstrates creative behavior and makes significant contributions to developing innovative solutions.
Frequently identifies opportunities in challenges and demonstrates initiative to develop alternative solutions.
Often does not demonstrate a commitment to seek out opportunities to innovate. Shows little initiative.
Resists opportunities and challenges, does not show initiative to develop innovative solutions.
7. Quality Improvement
- Understands the value of innovation and of quality improvement
- Improves processes and practices by identifying inefficiencies and redundancies
- Collaborates with campus partners to improve the quality of products and service
- Demonstrates efficiency and quality in one’s own work
- Manages and sustains change initiatives
- Quality Improvement Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Clearly defines the value and imperative for continuous improvement; consistently offers original, inventive ideas for improving products and services. Understands and communicates the importance of quality improvement; thinks ‘outside the box’ in order to improve processes and practices. Understands the value of quality improvement; identifies weaknesses that impede processes and recommends changes. Has a limited perspective and understanding of the importance of quality improvement. Change averse; prefers to continue to do things as they always have been done. Sought out as a trusted resource for quality improvement; quick to identify inefficiencies and suggest practical ways to mitigate or eliminate them. Always looking for better ways to do things; quickly and accurately identifies inefficiencies; successfully manages change processes. Analyzes processes to identify redundancies and workflow inhibitors; restructures processes to improve quality of service. Occasionally suggests improvements to work processes; lacks initiative in terms of implementing changes to improve the quality of service. Does not look for more efficient ways to get work done; consistently demonstrates resistance to change. Forges close collaborations with team and campus partners to significantly improve business practices; results consistently enhance quality of service. Collaborates with partners across campus to streamline processes in order to achieve higher quality products and services. Works effectively with team and campus partners to improve the quality of products and services. Needs to develop stronger working relationships with coworkers in order to collaborate on quality issues.
Does not collaborate with team or campus partners in terms of sharing QI activities and successes.
Models efficiency by getting more done in less time while maintaining quality of output; effectively manages multiple projects to achieve desired outcomes. Manages several projects effectively and efficiently; results enhance productivity and quality. Successfully manages several projects to achieve desired results. Has difficulty handling more than one task or project at a time; disorganization often results in poor quality work. Extremely disorganized and unable to separate ‘need to do’ from less important tasks; cannot handle more than one project at a time. Employs clear post- implementation strategies to ensure sustainability; encourages continuous improvement. Ensures that operational changes are successfully implemented and sustained over time. Sustains change through clear documentation and regular monitoring. Rarely monitors change initiatives after implementation. Moves to next project before ensuring successful, sustainable implementation of previous projects. Develops and implements reliable, effective metrics to measure outcomes; identifies and recommends changes to improve efficiency and effectiveness. Conducts evaluations to measure success and determine how processes may be changed to improve quality and/or efficiency. Has difficulty defining and implementing appropriate metrics to measure success. Unwilling/unable to create or track metrics.
8. Service Focus
- Understands the importance of quality service
- Delivers quality service
- Anticipates and fulfills customers’ needs
- Skillfully serves diverse customer base
- Asks customers for feedback
- Refers customers to appropriate/additional resources
- Strives to improve the quality of service
- Service Focus Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Values, supports, and inspires the highest quality of customer service. Understands and values the importance of high quality customer service. Understands the need for and benefits of quality service. Doesn’t understand or support the need for high quality service. Views service from own perspective, not the customer’s; not mindful of or focused on customer needs. Delivers services and solutions that often surpass customer’s expectations. Consistently and competently delivers the highest quality service. Delivers high quality service to customers. Does not always communicate well with customers resulting in uneven and sometimes poor service. Can be disrespectful or rude to customers, giving the department a reputation of being difficult to work with. Takes extraordinary measures to meet and exceed customer’s expectations; follows through on commitments despite time pressures and obstacles. Consistently meets or exceeds customer’s expectations; always follows-up on service promises. Meets and often exceeds customer expectations; ensures that customer needs are fulfilled. Customer’s needs are not a priority; has difficulty following through on service commitments.
Customer needs frequently not met; customers complain about poor service and unfulfilled commitments.
Highly proficient in terms of adjusting and adapting service delivery to diverse customer needs and sensitivities. Effectively adapts delivery strategies and techniques to individual customer’s needs. Adapts service delivery to meet needs of diverse customer base. Is often impatient with customers; unwilling or unable to adapt style to the unique needs of customer base. Is defensive with difficult customers; blames gaps in service or errors on systems and campus partners. Skillfully and regularly asks customers for feedback on services; shares feedback with team in order to continually improve quality of service. Regularly seeks input from customers on the quality and timeliness of service; incorporates recommendations into processes and practices. Seeks feedback from customers on quality of service; suggests improvements based on feedback. Sometimes asks customers for feedback; rarely suggests or implements changes that address customer concerns. Does not ask customers for feedback; deflects responsibility for negative feedback on others. Highly informed regarding campus resources that add value; thoughtfully refers customers to resources. Suggests campus resources that could help customers; tailors recommendations to customer needs. Suggests resources to diverse customer base that may add value. Needs to develop greater awareness of campus resources to add value to customer interactions. Does not suggest or refer customers to value-add campus resources. Inspires others to looks for and suggest innovative processes and practices to improve the quality of service. Always looking for ways to improve service; inventive in terms of ‘quick wins’ to improve service delivery. Frequently suggests and implements changes to improve the quality of service. Does not actively look for ways to improve service; is often resistant to changes that improve the quality of service. Unwilling to develop new delivery practices; thinks service is fine the way it is.
9. Stewardship and Managing Resources
- Uses individual and campus resources effectively and efficiently
- Innovative in terms of resource and environmental conservation
- Protects physical and intellectual property
- Leverages resources for optimal outcomes
- Actions are consistent with UC policies
- Stewardship and Managing Resources Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Highly effective and efficient; models and shares organization, prioritization, and resource management skills. Very proficient in terms of organizing and prioritizing work; uses time and resources wisely. Demonstrates effective organization, prioritization and time management skills. Often disorganized; has difficulty prioritizing projects and tasks. Lacks organization, prioritization, and time management skills. Actively seeks and recommends innovative solutions for conserving energy and environmental resources. Engages in practices that conserve energy and environmental resources; actively looks for savings. Engages in practices that conserve energy and environmental resources. Sometimes conserves resources; needs a better understanding of conservation directives and practices. Is wasteful of energy and environmental resources. Develops and implements processes that ensure continued stewardship of physical and intellectual property. Takes initiative to improve or safeguard physical and intellectual property. Protects physical and intellectual property. Demonstrates lack of responsibility for physical and intellectual property and campus-related data.
Exhibits carelessness that results in loss or destruction of physical and intellectual property.
Models accountability; thinks of innovative ways to move projects forward to accomplish goals and achieve quality results. Models accountability for one’s one actions and inspires others to do the same; acutely aware of and focused on results. Consistently meets obligations and deadlines; promotes and contributes to team progress. Lacks accountability for work responsibilities and actions. Finds fault with others or makes excuses for lack of accountability; hinders growth and progress of team. Highly proficient at leveraging department and university resources to solve problems; outcomes are durable and high quality. Successfully leverages resources to overcome obstacles and achieve quality outcomes. Looks for ways to share resources to promote greater efficiencies. Lacks organizational perspective, does not leverage resources to achieve quality outcomes. Consistently demonstrates a lack of understanding of or interest in sharing resources. Actively models and promotes the UC policies. Understands and actively demonstrates the intent of the UC policies. Is aware of and follows the UC policies. Is informed of UC policies, behavior is occasionally inconsistent with the policies (e.g. ethics, sexual harassment, licensure). Expresses a lack of understanding or support for the UC policies (e.g. ethics, sexual harassment, licensure). Encourages innovative thinking to foster more effective, efficient use of campus resources. Improves processes and practices in ways that conserve and make more efficient use of campus resources. Uses campus resources wisely; understands and follows campus policies and practices. Does not always follow procedures to ensure optimal use of campus and environmental resources. Disregards university policies and procedures or uses policies and procedures to hinder progress. Effectively informs and mobilizes resources—staff, stakeholders, technical experts—to achieve shared vision, mission, and goals. Organizes, informs and supports resources to achieve goals. Has difficulty marshaling and informing resources to work together to achieve desired outcomes. Is not able to integrate multiple activities and resources into a cohesive, actionable project. Maximizes resource utilization, by matching people/materials with program goals. Aligns program goals with talent and resources needed to achieve them. Has difficulty identifying and aligning resources to achieve desired outcomes. Fails to identify mobilize resources to achieve program goals.
10. Strategic Planning
- Understands and communicates strategic goals and plans to achieve them
- Mobilizes resources to achieve shared strategic vision and goals
- Aligns knowledge and talent with program goals
- Develops and implements metrics to measure results
- Anticipates and solves problems
- Strategic Planning Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Creates innovative, ambitious plans which align with unit and University goals and serve as reliable roadmaps to desired outcomes. Plans with unit and University goals in mind; plans clearly identify roles, responsibilities and timeframes. Creates effective plans: defines purpose and outcomes; breaks complex tasks into process steps, prioritizes activities, itemizes resources and estimates costs. Does not have a clear picture of unit or University goals; lacks perspective to pull elements into a strategic view; plans often lack substance and specificity. Does not follow an orderly method of setting objectives, scoping out difficulties, detailing work, or planning for task completion. Effectively influences, informs, and mobilizes resources—staff, stakeholders, technical experts—to achieve shared vision, mission, and goals. Informs and mobilizes resources—staff, stakeholders, technical experts—to achieve shared vision, mission, and goals. Organizes, informs and supports resources to achieve goals. Has difficulty marshaling and informing resources to work together to achieve desired outcomes. Is not able to integrate multiple activities and resources into a cohesive, actionable project. Thoughtfully selects the right people to execute project plans by aligning goals with the talent needed to achieve them. Identifies and addresses resource gaps. Maximizes resource utilization, by matching people/materials with program goals. Aligns program goals with talent and resources needed to achieve them. Has difficulty identifying and aligning resources to achieve desired outcomes.
Fails to identify mobilize resources to achieve program goals.
Develops and implements reliable, effective metrics to measure outcomes; identifies and recommends changes to improve efficiency and effectiveness. Implements metrics that effectively and efficiently measure results; recommends improvements based on results. Conducts evaluations to measure success and determine how processes may be changed to improve quality and/or efficiency. Has difficulty defining and implementing appropriate metrics to measure success. Unwilling/unable to create or track metrics. Proactively anticipates, analyzes and solves problems and motivates others to do the same. Anticipates and adjusts for problems and roadblocks; resolves problems in early stages. Addresses problems in process or resourcing quickly and effectively. Identifies problems but does not effectively address them. Ignores small problems until they become significant, jeopardizing deadlines and effective utilization of resources. Thoroughly aware of organizational goals and strategic direction. Switches roles and procedures easily to facilitate change in line with organizational priorities. Regularly demonstrates awareness of organizational goals; modifies one’s preferred way of doing things when it benefits the whole. Is often unaware of organizational goals; demonstrates resistance in adjusting to changing situations, priorities and responsibilities. Is unaware of organizational goals and fails to change usual patterns of behavior or performance in alignment with organizational priorities. Creates innovative, ambitious plans which align with unit and University goals and serve as reliable roadmaps to desired outcomes. Creates effective plans: defines purpose and outcomes; breaks complex tasks into process steps, prioritizes activities, itemizes resources and estimates costs. Does not have a clear picture of unit or University goals; lacks perspective to pull elements into a strategic view; plans often lack substance and specificity. Does not follow an orderly method of setting objectives, scoping out difficulties, detailing work, or planning for task completion.
- Builds productive working relationships
- Cooperates and collaborates with colleagues
- Treats others with respect
- Resolves conflicts among team members
- Balances individual and team goals
- Teamwork Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Leads colleagues to inspired cooperation and teamwork in support of department and University goals. Successfully builds productive, mutually beneficial relationships to solve problems and achieve common goals. Builds and maintains effective working relationships with peers and campus partners. Has difficulty building strong, mutually beneficial working relationships. Relationships are strained by lack of interest in and respect for peers and campus partners. Models cooperation and teamwork; creates opportunities for self and others to improve working relationships and work outcomes. Highly collaborative; seeks new alliances to expand sphere of influence and enhance quality of work. Works effectively and cooperatively with others. Has difficulty collaborating with others; often prefers to work independently. Not a team player; often disrupts team process, jeopardizing progress toward common goals. Is respectful and welcoming; Inspires collaboration by bridging gaps among diverse individuals and units. Promotes, supports, and influences a culture of respect and civility among team members. Treats others with respect; encourages and appreciates individual contributions. Sometimes displays behaviors inconsistent with workplace courtesy and respect.
Exhibits behaviors that negatively impact the morale and accomplishments of the team.
Skillfully and proactively addresses conflict; seeks and achieves ‘win-win’ resolutions. Manages conflict competently and efficiently; when possible, looks for and proposes middle ground solutions. Works effectively with others to resolve conflict. Unable to resolve or constructively manage conflicts. Often avoids conflict; not prepared or willing to resolve conflict. Consistently goes beyond direct responsibilities to achieve team and department goals; welcomes new challenges. Always willing to try something new; balances individual and team goals. Demonstrates flexibility and willingness to step out of comfort zone to support team and goals. Resistant to new challenges; seems disinterested in building skills and knowledge. Unwilling to work outside comfort zone to support team goals.
12. Managing People (supervisors and managers)
- Inspires and motivates employees to perform at their best
- Communicates organization’s vision and team’s integral role in realizing that vision
- Hires and develops staff to maximize productivity, innovation, and teamwork
- Follows UC Davis Performance Management principles and practices
- Recognizes and rewards accomplishments
- Delegates and assigns work based on skills, performance objectives, and development opportunities
- Managing People Competency Matrix
Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met Leads and motivates by example; inspires staff to perform at their best. Encourages and engages staff to make optimal use of skills and knowledge. Encourages and supports employees to achieve performance and development goals. Inconsistent in supporting staff to achieve defined goals. Rarely engages with staff to observe and discuss performance and development goals. Effectively communicates the importance and benefits of a high performance culture; positions unit and team in collective campus effort to achieve organizational excellence. Creates a shared vision of organizational and operational excellence; connects department goals and individual contributions to vision. Understands and communicates University goals and initiatives; aligns employee performance with campus initiatives. Needs to develop better understanding of high performance culture; has difficulty communicating long-term goals. Does not understand or support continuous improvement; resistant to change. Hires, coaches and develops staff to ensure optimal productivity; fosters a creative, innovative, supportive workplace. Hires and develops staff; recommends opportunities for staff to expand and enhance skills; encourages creative solutions. Coaches for improved performance; encourages ‘outside the box’ thinking. Coaches intermittently; usually to correct mistakes or give negative feedback.
Does not coach for improved performance; believes employees should know what to do.
Effectively and efficiently administers UC Davis performance management system; effectively explains underlying purpose and goals of policies and practices. Thoughtfully and skillfully administers UC Davis performance management policies and practices. Establishes clear performance goals and expectations; manages performance to achieve goals. Does not always follow campus performance management policies and practices. Manages performance haphazardly; employee performance goals are unclear or unrealistic; appraisals are uneven and subjective. Consistently and effectively acknowledges the employee initiative to improve skills and enhance contributions; thanks staff and team for ‘above and beyond’ accomplishments. Routinely recognizes and commends improved performance; celebrates successful completion of team efforts. Fairly and consistently recognizes and rewards specific individual and team accomplishments. Infrequently recognizes and rewards success; doesn’t interact with staff frequently enough to identify and recognize achievements. Focuses more on failure to achieve desired results; does not assume accountability for poor outcomes. Effectively delegates work to: develop skills and knowledge; ensure optimal outcomes, align work with individual, department, and organizational goals. Effectively links work assignments to achieve individual and department performance goals. Thoughtfully delegates work to develop staff and achieve goals. Doesn’t effectively match work assignments to staff talent and proficiencies. Assigns work inappropriately; does not keep development and performance goals in mind; has unrealistic expectations and perception of staff skills and knowledge.